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As the flagship journal of the Society for Research in Child Development, Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers.

The "moving wall" represents the time period between the last issue
available in JSTOR and the most recently published issue of a journal.
Moving walls are generally represented in years. In rare instances, a
publisher has elected to have a "zero" moving wall, so their current
issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year
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Terms Related to the Moving Wall

Fixed walls: Journals with no new volumes being added to the archive.

Absorbed: Journals that are combined with another title.

Complete: Journals that are no longer published or that have been
combined with another title.

Abstract

The belief that depressed mothers have distorted perceptions of their children's problems has gained considerable currency in recent years. The empirical basis for this belief at present amounts to little more than reliable demonstrations that depressed mothers tend to report more behavior problems in their children than do nondepressed mothers. An obvious alternative to the distortion interpretation is that depressed mothers are accurate about their children's behavior problems. We examined these competing models by comparing teachers' ratings of children with ratings provided by their mothers, who varied on the dimensions of depressed mood, depressed clinical state, and history of depression. Mothers' and teachers' ratings yielded substantially similar portraits of child behavior problems at the group level, with children of in-remission and in-episode mothers manifesting significantly higher levels of behavior problems than children of control mothers. Moreover, agreement between mothers and teachers was in the moderate range for all index groups and did not differ significantly from the mean level of mother-teacher agreement reported by other investigators based on unselected samples. The limitations of these findings and of earlier reports for assessing a depression → distortion influence on mothers' ratings of their children are considered.